Reflecting Pedagogy and Making Teaching and
Institute of Early Childhood Education East China Normal University
3663 North Zhongshan Road, Shanghai, China, 200062
During almost 20 years’ ECE curriculum reform in Mainland China, by and by, people have realized the teachers’ professional development is the key factor for the success of curriculum reform. The current reform aims to promote their professional growth and develop the abilities to modify new curricula to be diversified and flexible to suit the needs of local and individual programs. Teaching research rooted in kindergarten and based on action is a good way for teachers to reflect their own teaching and acquire the knowledge and capability to handle complicated and uncertain context. And also, “documentation” is an effective tool to reflect their practice and make teachers’ teaching and children’s learning meaningful. Through some cases, this presentation demonstrates how “documentation” helped teachers to focus, think and understand what is going on during the teaching process, to think how the children will be and what the teacher should do?